ECCU 400

Script

Land Acknowledgment: We would like to begin by acknowledging that we are on the traditional lands, referred to as Treaty 4 Territory and that the city of Regina is located on Treaty 4 territory, the original lands of the Cree, Ojibwe(OJIB-WĒ), Saulteaux (SO-TO), Dakota, Nakota, Lakota, and on the homeland of the Métis Nation. We respect and honor the Treaties that were made on all territories, we acknowledge the harms and mistakes of the past, and we are committed to move forward in partnership with Indigenous Nations in the spirit of reconciliation and collaboration.

“I am more convinced everyday that without a single exception I did right. And I have always believed that, as I acted honestly, the time will come when the people of Canada will see and acknowledge it” Louis Riel, 1885. (Manitoba Métis Federation, 2022).

In the spirit of wîtaskêwin, we would like to invite you to move through this area with us as we observe this important site in our community and work towards Truth and Reconciliation. The Louis Riel monument can be found in Victoria Park, adjacent to Victoria Avenue in the heart of downtown. It is a small unassuming plaque that does not take into consideration the legacy of the man it honours. To the left on the main path, one can find the area where the statue of Sir John A. McDonald once stood. It is interesting to observe how differently these influential figures are celebrated. History is keen to memorialize a man who was quoted as saying “taking the Indian out of the child”, while a founder of Manitoba and the man behind the Métis rights movement who was hanged here in Regina, is given a small, modest plaque.

As we move through this space and share the story of Louis Riel, the Métis, the Red River Resistance and the Northwest Resistance, we would like you to consider the Cree concept of tâpwȇwin, telling difficult and necessary truths with precisions and accuracy (Cardinal & Hildebrand, 2000,p.48). It is our goal to share the story of Louis Riel with an accurate and unbiased lens to capture his important legacy. Louis David Riel was born on October 22, 1844, in St. Boniface, Manitoba (Métis Nation of Ontario, n.d). At the age of 14, he traveled to Montreal, to train for the priesthood, this however, was not his true calling (Government of Manitoba, n.d). In 1868, he returned to St. Boniface, where the livelihood of the Métis was under threat from the newly formed Canada (Government of Manitoba, n.d). Surveyors sent from the east began the task of surveying the land in the Red River, dividing up traditional plots of land to fit the needs of the settlers from the East. In response, Riel formed a Militia and eventually a provisional government that settled in Upper Fort Garry, this became known as the Red River Resistance (Canadian Geographic, n.d). Two key events came from the Red River Resistance, first, the Manitoba Act, based on the Métis List of Rights presented in the House of Commons (Métis Nation of Ontario, n.d). The second was the arrest and subsequent execution of Thomas Scott in March of 1870 (Canadian Geographic, n.d). Following the execution of Scott, anti- Métis agitator tensions arose and culminated in Riel’s self-exile in the United States (Canadian Geographic n.d). By following tâpwȇwin, we must understand that Riel was the one who ordered Scott’s execution in the spring of 1870. The aftermath of the Red River Resistance led to the dispersal of the Métis population to Saskatchewan, parts of Central Alberta, and into the Dakotas (Canadian Geographic, n.d). Riel would return to Canada in 1884, to once again lobby for Métis people only this time on Treaty 6 Territory. Three important battles took place, each ending in bloodshed and loss of life. Following the Battle of Batoche in May 1885, Riel surrendered to Canadian Soldiers, ending the North-West Resistance (Canadian Geographic, n.d). Following a rushed trial, Riel was found guilty and executed on the grounds of Depot on November 16, 1885, at the age of 41 years old in Regina.

Today we would like you to consider these essential questions three essential questions. You can choose one or all of them to reflect on and eventually share with your peers.

1.When you hear the name Louis Riel, what comes to mind?

2.How might you use your understanding of Treaty and Louis Riel to design an additional component to the Louis Riel monument? What material would you use, would you include writing, what narrative would it convey?

3.Do you feel the statues and monuments of Riel are an appropriate tribute to his accomplishments and significance? Why or why not?

Treaty Outcomes:

Grade 11: SI11: Analyze how the unfulfilled aspects of treaties, with international indigenous people, have resulted in inequities.

Grade 12: HC12 : Examine how treaties within contemporary society impact on individual’s lives.

Outcomes

ELA 20:

View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address:

identity (e.g., Relationships with Family and Others);
social responsibility (e.g., Evolving Roles and Responsibilities); and
social action (agency) (e.g., The Past and the Present). (pg. 32)

ELA 30:

CR A 30.4 Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture. (pg. 20)

Social studies 30 is deeply focused on Canadian history before, during and after confederation. We have chosen to focus on the first objective of unit two called Road to Democracy.

Foundational Objectives 1: Know that within societies, there exists a competition among interest groups for influence over the societies decision-making processes, and that those groups will vary in terms of their ability to influence those processes. (pg. 206).

The third unit of Native Studies 30 focuses on Land claims and Treaty Land Entitlements, with specific areas regarding Métis Land Claims. Key understanding: Basis and various procedures employed for settlement of Métis land claims. In Canada, the existing inherent rights of Indian, Métis and Inuit peoples are recognized in the Constitution Act, 1982. Although the three groups are grouped together in acknowledgement of their special rights, the basis, content and implementation of these rights differs between all three nations. (pg.312).

Arts Ed 20 – CP20.1 Apply creative processes for producing arts expressions within a local context. b. Discuss how place-based inquiry is dependent on the local context (e.g., locale, people, history, season), c. Research local place (e.g., local artists, history, geography) as inspiration for arts expression. d. Examine and conduct a place-based artistic inquiry, drawing on ideas, resources and influences from one’s place (e.g., current urban issues, rural or land-based sources of inspiration, newcomers’ worldviews, First Nations and Métis perspectives on local historic events, environmental or social sustainability concerns). (Page 34, Arts ed curriculum doc)

Treaty Outcomes:

Grade 11: SI11: Analyze how the unfulfilled aspects of treaties, with international indigenous people, have resulted in inequities.

Grade 12: HC12 : Examine how treaties within contemporary society impact on individual’s lives.

Outcomes

Arts Ed 30 – CP30.4 Apply artistic voice with purpose.

d. Express point of view through selected arts discipline

Today we hope to analyze the unfulfilled aspects of treaties while also examining how today’s treaties have impacted the individual lives of many indigneous peoples. Together we will interact with Indigneous content, while demonstrating a strong degree of literary comprehension and artistic decision making. Furthermore, we will work towards the creation of a stronger and more respectful artistic rendering of what a monument to Louis Riel could be.

As we go through our treaty walk we want you to consider multiple aspects of your education and how it should affect your interactions with the topic. As you read through Louis Riel’s plaque consider the word choice. How does it relate to who he was, what he did and how it affected the future and the current society that you are living in? Does the plaque tell you something that prompts a greater thinking, if so write it down for future use later on. Further on when we discuss the actual dedication to Riel we want you to consider what it means to create a monument, or a plaque in someone’s honor. Should Riel have something of greater note, and if so what should it look like? Finally, when we get to the end of our treaty walk we want you to reflect on the entirety of what you thought, saw and experienced. Think about the history of Riel and Canada, consider how the actions of the past continue to influence the realities of today.

Louis Riel’s plaque reads as such “The trial of Louis Riel Metis Leader of the northwest resistance was held in the town of regina july 28 and 29 1885 in a courthouse located 60 meters from this spot. Riel was found guilty of treason and executed by hanging november 16 1885”. How does this represent Riel? Does this short statement of simple fact do him and his movement justice? What do you gain from reading this plaque? Do you believe that it is adequate, or should it be improved? If you believe it should be improved,make note of your answers, and reflect on any other thoughts you have at this time.

New monument (art aspect): What are monuments meant to do? Does this plaque count as a monument? Generally speaking monuments are meant to be commemorative, and are meant to denote importance to a specific event, person, or group. As such, it makes sense that Louis Riel, somebody whose influence is still felt today, should have a commemorative piece dedicated to them. With that in mind we must also ask ourselves, is the current state of Riels monument acceptable? It is undoubtedly not respectful of Riel and the effects he has had on our country. As such we ask you to consider on your own, what should it look like? How can it be improved, should it be completely redone, or simply added to? Connect with your knowledge about the history and brainstorm some ideas about any changes you would make, if any. Reflect on why you want to make those changes.

Consider the Civil Rights museum at the Lorraine Motel which is commemorated to Martin Luther King, which is the site of his death. Think about how they celebrated and commemorated him, and compare it to Riel’s current plaque and use these ideas for your own recreation.

Treaty walk write up (social aspect & treaty outcome aspect):

During this treaty walk, through the history and treaty connections it is evident how Louis Riel is a major figure. Something really important to note is that while we hear about the history and treaty connected to our history, we have to take a step back and reflect on what is missing from these stories. We have been using the Cree concept of tâpwȇwin, telling difficult and necessary truths with precisions and accuracy (Cardinal & Hildebrand, 2000) in order to reflect on our history and how we choose to represent our figureheads through these monuments. Could there have been changes in our history and in our current world for more equity in the treaties and with the indigenous peoples? Can we use symbols and monuments as a tool for increased equity not only in Regina but throughout all of Canada? Reflect on your answers, and reflect on how you as an individual fit within this history and with the phrase “We are all Treaty People”.

Description of the plaque:

This plaque was installed 100 years after Louis Riel’s trial, where he was found guilty of high treason and sentenced to death by hanging on Nov 16, 1885. It also makes no mention of the injustices carried out during this trial, is located a handful of feet from a children’s play park, and is dwarfed by the much larger, grand and central WWII monument. This is all that depicts Louis Riel to the Regina public. The place of his trial, sentencing and death.

Problems with the Trial:

The trial was conducted quickly, in only five days. However, unsurprisingly recent re-examinations of the trial have yielded support that the trial was not properly carried out. A few examples of the things that went on behind the courtroom doors include most notably that the Magistrate presiding over the trial was a member of the Orange Order, which had a vested interest in seeing Riel’s death for the execution of Tom Scott. And that Riel’s defense tried to plead for insanity, to which Riel fought against. The Jury was fixed against Riel. The most serious notable in the trial process nevertheless lay in the composition of the jury panel, from which the jury was chosen, which was personally selected by the magistrate and did not include a fair cross-section of the local population. “The argument that the NWT Act allowed the magistrate to personally select a jury panel that was averse to the accused and leave out entire segments of the community as a fair trial has no legal basis.” (Groarke).

Argument for Riel:

“The Treason Act accordingly requires a trial by the people. The contemporary argument on Riel’s side must be that the ‘people’ must include the Métis and the natives, who had a better claim to such a title than the Canadians, who had arguably come into the North West as interlopers. From this perspective, alone, the composition of the jury was enough to undo the precarious legality of the trial. Riel was allowed six challenges under the North-West Territories Act, though the challenges were pointless, in light of the composition of the jury panel. The only Catholic on the jury panel was challenged by the Crown. In the final result, all six jurors were white, Anglophone, and Protestant.” (Groarke). As a reminder, Louis Riel was Métis, Francophone, and catholic.

Summary of the Trial:

Riel was in effect, a man with the scales of judgment not in his favor. Attacked from various sides, racial, political, and religiously motivated underhanded legal tactics led to Riel being hanged in Regina on November 16, 1885 at the NWMP barracks in Regina for the crime of treason. Louis Riel hung for rebellion at Batoche not for his resistance in Red River. So, the trial notes would say. However, given the fact that his jurors, magistrate and judge all had personal biases for his time in Red River, his trial can hardly be called fair.

Credits:

Morganne Connick- script writing, narrative and research component.

Patrick Dishington – script writing/formatting, narrative and research component.

Adam Baker-Smith – script writing, narrative and research component.

Kiera Eastley – script writing, narrative and research component.

Carter Krauss- script writing, video editing/production, background music

References

Morganne’s References:

Canadian Geographic (n.d). Indigenous Peoples Atlas of Canada: Métis. https://indigenouspeoplesatlasofcanada.ca/section/metis/

Cardinal, H. & Hildebrandt, W. (2000). Treaty Elders of Saskatchewan: Our dream is that peoples will one day be clearly recognized as Nations. University of Calgary Press.

Government of Manitoba. (n.d). Louis Riel 1844-1885. Louis Riel Day. https://www.gov.mb.ca/chc/louis_riel/bio.html

Métis Nation of Ontario (n.d). Who was Louis Riel. https://www.metisnation.org/wp-content/uploads/2010/05/who-was-louis-riel.pdf

Patrick’s References:

Groarke, P. (2013). The Trial and Execution of Louis Riel: Defending my Country the North West. https://login.libproxy.uregina.ca:8443/login?url=https://www.proquest.com/scholarly-journals/trial-execution-louis-riel-defending-my-country/docview/1541674319/se-2?accountid=13480.
Osler, E.B. (1961). The man who had to hang Louis Riel (1st ed.). Longmans Green and Company, Toronto.